Online Metacognitive Tasks for EFL Distance Learners


Online courses have benefited from the adequate use of digital tools and resources that allow learners to be the center of their own learning process. More often online instructors not only aim at what students have to individually do but learners are also engaged in interacting with the educational community by means of a variety of ubiquitous learning (u-learning) resources that can be accessed anywhere and at any time. This article proposes a debate on the importance of providing interactive scenarios among students of English as a Foreign Language (EFL) in Higher Education when registered in online courses. Without communicative activities, the successful production of any foreign language is not complete since knowledge building and the understanding of the foreign language, either in written or spoken form, are the key points of an adequate performance of communicative competences. The findings of this study will provide information about useful u-learning tools and evaluation tasks for the adequate performance of communicative competences required in a foreign language online course.

KEYWORDS: autonomous learning, collaborative learning, communicative competence, distant learning, EFL, u-learning

DOI : 10.17718/tojde.60563